The influence of educational practices on the meaning of education: A study of French high school students

There are many studies exploring the link between meaning and learning. However, none of it examines the link between paren-tal educational practices and the meaning of schooling. Based on a review of the literature, the objective of this article is to test the hypothesis of a link between the educational practices that high school students benefit from and the meanings that they attri-bute to school. Thus, we assume that educational practices play a predictive role in different processes of elaboration of the mea-ning of education by high school students (GH). The analysis of the results collected with the help of a measurement instrument consisting of two variables: the PEP - measuring parental educa-tional practices - and the meaning of education (MOE) - measuring the meaning of education - questioning 390 French high school students, confirm our general hypotheses. Furthermore, it appears that a flexible educational practice is associated with a high level of meaning attributed to the school; conversely, a rigid educational practice is associated with a low level of meaning attributed to the school; and finally, a weak educational practice is not associated with an absence of meaning attributed to the school. (c) 2023 Societe Franc,aise de Psychologie. Published by Elsevier Masson SAS. All rights reserved.